The Development of Teacher Development Innovation for Enhancing Students’ Learning Achievement in Rajaprajanugroh 50 School under the Office of Special Education Administration
Bibliographic record
Abstract
The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and enhance learning achievement of schools, The development and participatory action research were employed through the application of ESC. Research tools consisted of the learning activity package, teaching observation forms, narrative recording form, lesson plan analysis recording form, teaching reflection recording form, and criteria of activity implementation. Statistics used were percentage, mean, standard deviation, effectiveness index and the statistics in hypothesis testing. The results revealed that: 1) The school performed learning transformation project to enhance students’ learning achievement in terms of memorandum of cooperation with the networking schools. 2) The results of the overall development of the potential of teachers and school administrators showed: (1) the efficiency of both activities and tests were 90.96/81.02 which were higher than the committed standard 80/80, (2) the effectiveness index after training was higher than before at 0.7480 showing an increase of knowledge of 74.80%, (3) the mean score of after training was significantly higher than before at the level of 0.01, and (4) there were no statistically significant differences in mean scores on learning retention. 3) The monitoring performance of co-researchers showed the increase in knowledge, practicing, and feeling. 4) The Professional Learning Community building started up with (1) collaboration of all stakeholders, (2) studying and analyzing information, (3) specifying target and indicator, (4) planning and building up a network, (5) presenting learning co-design, (6) trying out innovation after the ESC actions, and (7) sharing the ESC in the school and school network.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".